Standards Unit N9: Evaluating Directed Number Statements

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1 Standards Unit N9: Evaluating Directed Number StatementsSuitable for students from high Level 4 to high 6 or even 7[Simpler version excludes multiplication and divide cards, which are separate].Best if students have recently covered this topic, because it starts off quite hard.Standards Unit N9: Evaluating Directed Number Statements~1 hour.Pairedactivity.CameraThis is an ALWAYS, SOMETIMES, NEVER card sort activity in which students create posters

6 Consumable Resources Needed:Each pair needs 1 A4 copy of Statements (on single pale-coloured paper)Depending upon class, choose either ‘full’ set of cards (including multiplication & division), or just restrict to addition & subtraction. Two versions of Statements worksheet available for this purpose.1 A4 copy of Addition/Subtraction grid, and/or Multiplication/Division grids to help support students when they struggle.1 A3 or larger poster sheetsRe-usable Resources Needed:Coloured marker pens to write posters.CameraMini-whiteboards needed from start as a warm-up.Calculators

7 Notes to start.Students must be pre-assigned into pairs, though will begin work individually.Mini-whitebaords distributed from the beginning.Do not give out ‘grid’ worksheets until / unless needed.DO not give out or mention calculators until near end. Better for checking/challenging/extending than initial thinking.

8 Number Calculations On mini-whiteboards… Show me:a simple multiplication question that gives the answer 12a simple division question that gives the answer 12a simple addition question that gives the answer 0a simple subtraction question that gives the answer -3can you show me a harder example?a simple addition question that gives the answer -12can you show me a harder example?a simple multiplication question that gives the answer -4can you show me a harder example?a simple subtraction question that gives the answer -4can you show me a harder example?a simple division question that gives the answer -6can you show me a harder example?

9 Negative Number Calculations(+5) + (-4) =Don’t work it out yet. What does this actually say?Why are there brackets?Do we need them?Is it any different to=Why are there some big spaces?Is that any different to+5+-4 =Why is there a ‘+’ at the beginning?Is that any different to5+-4 =5 - 4 =Why is there a ‘+’ and ‘-’ together in the middle?Is that any different toImportant: has the same answer to 5 – 4, but a different meaning.Just like 10 – 5 has the same answer to 7 – 2, but has a different meaning.

10 Card Sorting Task In pairs, you will soon:Cut and sort the Statements into 3 piles.Always trueSometimes trueNever trueMake a poster with the cards, explaining in detail why each card is Always, Sometimes or Never true.

12 Important… Each card contains an example calculation.But you need to decide if the Statement is:ALWAYS true SOMETIMES true NEVER trueThink of examples with large and small numbers.Try to think of examples with decimals or fractions too.

13 Important… Each card contains an example calculation.What I want to see on your posters is…If it’s ALWAYS true:Give a variety of examples showing it’s trueIf it’s SOMETIMES true:Give some examples showing when it’s true, and some when it’s not.If it’s NEVER true:Explain why you are sure it CANNOT be true.

18 Check that you have… Done this? Written your names on your posterStep 2. Created poster explaining why.If it’s ALWAYS true:Give a variety of examples showing it’s trueIf it’s SOMETIMES true:Give examples of true and false.If it’s NEVER true:Explain why it CANNOT be true.Given examples of large numbers?Done this?Given examples of very small numbers? (decimals, fractions, or even zero)